Since students have seen MITOSIS before, I am going to activate their prior knowledge by doing an exercise with them on labeling the steps by looking at pictures. Since MEIOSIS is technically "MITOSIS 2x" I will then introduce the second set of steps known as MEIOSIS. Students will then do an activity on meiosis, allowing them to either create their own drawings of each step OR play with laminated parts of each step of meiosis (further description in Lesson Plan).
Opportunities to Learn:
Depth of Knowledge
Level 3 - Differentiate the steps ofMeiosiswhat from what?
Prerequisite Knowledge
Since Meiosis contains the steps of mitosis before the steps of meiosis, students will need to recall the steps of MITOSIS which they have previously learned. In order to recall on this prior knowledge I will have my students be drawing the steps of mitosis, labeling each step and describing what happens. Why not assign this as yesterday's homework? OK, thats a good idea.
Plans for Differentiating Instruction
There is a lot of group work in this lesson and I am hoping that through the encouragement and enthusiasm of their peers, all students will find a way to excel in today's activities. Along with other students, I will always be just a "hand raise" away from any student or question. When students are "playing" I will be constantly walking around the room, again making sure that students are on task and headed in the right direction. I will help any groups that or off topic or need re-directing by asking guiding questions:
So tell me what you guys are doing here to figure out what might happen next?
Can your group show me what you guys have been working on?
Why did you put your homologous chromosomes in that phase?
Another way I am differentiating instruction is by playing a song clip which sings the phases of meiosis in a "ho-down" tone. Reaching all different learning styles is extremely important and by playing this movie I am reaching another learning style.
What do you have in store for your high-ability students, who may be bored by the end of the lesson?
Accommodations and modifications
Accommodations for this lesson is built more in the groups then in anything else. By keeping groups heterogenous, with students at all different levels of learning, they can learn from each other by "bouncing" ideas off of each other when "playing" with the meiosis models I have created for them.
Environmental factors
Students will be working in groups of 2 (them and the other person at their desk) to create their drawings
Students will be working in groups of 3-4 to piece together the steps of meiosis
Materials
Laminated steps of Meiosis
Cell
Homologous chromosomes (2)
Sister chromatids (4)
Students will NOT need drawing materials for this activity because they will not be drawing anything. They will be piecing together the laminated parts of homologous chromosomes as they try and create the steps of meiosis.
Will Ss need drawing materials?
Objectives:
Students will DIFFERENTIATE between the phases of Meiosis given a picture or description of the phase. Good.
Students will PLAY with the "steps of meiosis"
What cognitive skills will this require. How is this evidence of understanding? Although the underlined word is PLAY this does require a lot of thought and skill from the students. Being able to piece together the parts of each step will not only show students what they really know, but also give them a visual/hands on way of looking at meiosis that can increase their reasoning.
Instruction:
Opening:
Self Directed Question: When it comes to mitosis their are 4 major steps, (Prophase, Metaphase, Anaphase, Telophase). With the partner at your desk draw 4 different cells going through each of these phases and describe what happens at each phase. You can both have the same answers, but you should both have your own drawings."
What happens at each step?
What does each step look like How does this question differ from the assignment of drawing the steps? It doesn't, its the same thing (this question will get them THINKING about what each step might look like BEFORE they draw I have them draw it).
After a 10 - 15 minute period we will go over this question as a class. We will go over their drawings while I draw my own on the board and we will sync our drawings to make sure they have the right answers. So they'd be smart if they just waited for you to give them the answers, right?
The GOAL of todays lesson will be that every student will be able to teach another student about any given phase of meiosis if asked. A bit strange, since if everyone knows about meiosis, then no one would ask their classmate to explain each phase. Would you have considered this a compelling goal when you were in high school? The point isn't about students asking each other about the phases of meiosis, It's about my students becoming "the teacher," I believe the students truly understand something when they can teach it to someone else. Thats why its my GOAL.
Engagement:
Activity 1: What could happen next? Are you going to help students understand why mitosis doesn't work for sexual reproduction?
Have students look at homologous chromosomes and decide for themselves what might happen to them after they have been separated.
Students will PLAY with laminated parts of meiosis to get a feel for what could happen at each step. The parts will be set up for them in the proper order for the start of Meiosis but then it is up to them to decide for themselves what comes next. Parts will be able to be stuck together and pulled apart again by velcro
As students play I will be walking around to make sure that they are on task and headed in the right direction. However, since their are 4 people per group I do not see this happening within the groups.
Transition Statement: "Now that you've played a little bit and seen what the possibilities were of Meiosis, lets watch a movie to see what actually happens."
Make sure that you can show youtube videos at your school, or arrange to download this video onto a flash drive.
After watching this video I will then let my students play again, allowing them to use the video to further interpret what they do with the laminated parts of Meiosis.
Review steps as a class - questions on back of worksheet
Have students share what they did the first time through "playing" and how they changed what they did the second time around.
Assessment:
How will you assess students' understanding within the lesson? Assessment during the lesson will be a lot of observations that I take throughout the activities that will be taking place. By walking around the room and noticing how students are reacting to each activity, I can see who is struggling and who isn't and what parts of meiosis are problem areas.
Lesson Plan
Lesson Title: My Oh Meiosis
State Standards: GLEs/GSEs
http://riscienceteachers.wikispaces.com/LS3+p2Context of Lesson:
Since students have seen MITOSIS before, I am going to activate their prior knowledge by doing an exercise with them on labeling the steps by looking at pictures. Since MEIOSIS is technically "MITOSIS 2x" I will then introduce the second set of steps known as MEIOSIS. Students will then do an activity on meiosis, allowing them to either create their own drawings of each step OR play with laminated parts of each step of meiosis (further description in Lesson Plan).Opportunities to Learn:
Depth of Knowledge
Level 3 - Differentiate the steps of Meiosis what from what?Prerequisite Knowledge
Since Meiosis contains the steps of mitosis before the steps of meiosis, students will need to recall the steps of MITOSIS which they have previously learned. In order to recall on this prior knowledge I will have my students be drawing the steps of mitosis, labeling each step and describing what happens. Why not assign this as yesterday's homework? OK, thats a good idea.Plans for Differentiating Instruction
There is a lot of group work in this lesson and I am hoping that through the encouragement and enthusiasm of their peers, all students will find a way to excel in today's activities. Along with other students, I will always be just a "hand raise" away from any student or question. When students are "playing" I will be constantly walking around the room, again making sure that students are on task and headed in the right direction. I will help any groups that or off topic or need re-directing by asking guiding questions:- So tell me what you guys are doing here to figure out what might happen next?
- Can your group show me what you guys have been working on?
- Why did you put your homologous chromosomes in that phase?
Another way I am differentiating instruction is by playing a song clip which sings the phases of meiosis in a "ho-down" tone. Reaching all different learning styles is extremely important and by playing this movie I am reaching another learning style.What do you have in store for your high-ability students, who may be bored by the end of the lesson?
Accommodations and modifications
Accommodations for this lesson is built more in the groups then in anything else. By keeping groups heterogenous, with students at all different levels of learning, they can learn from each other by "bouncing" ideas off of each other when "playing" with the meiosis models I have created for them.Environmental factors
Students will be working in groups of 2 (them and the other person at their desk) to create their drawingsStudents will be working in groups of 3-4 to piece together the steps of meiosis
Materials
Laminated steps of Meiosis- Cell
- Homologous chromosomes (2)
- Sister chromatids (4)
- Students will NOT need drawing materials for this activity because they will not be drawing anything. They will be piecing together the laminated parts of homologous chromosomes as they try and create the steps of meiosis.
Will Ss need drawing materials?Objectives:
Instruction:
Opening:
Self Directed Question: When it comes to mitosis their are 4 major steps, (Prophase, Metaphase, Anaphase, Telophase). With the partner at your desk draw 4 different cells going through each of these phases and describe what happens at each phase. You can both have the same answers, but you should both have your own drawings."- What happens at each step?
- What does each step look like How does this question differ from the assignment of drawing the steps? It doesn't, its the same thing (this question will get them THINKING about what each step might look like BEFORE they draw I have them draw it).
After a 10 - 15 minute period we will go over this question as a class. We will go over their drawings while I draw my own on the board and we will sync our drawings to make sure they have the right answers. So they'd be smart if they just waited for you to give them the answers, right?The GOAL of todays lesson will be that every student will be able to teach another student about any given phase of meiosis if asked. A bit strange, since if everyone knows about meiosis, then no one would ask their classmate to explain each phase. Would you have considered this a compelling goal when you were in high school? The point isn't about students asking each other about the phases of meiosis, It's about my students becoming "the teacher," I believe the students truly understand something when they can teach it to someone else. Thats why its my GOAL.
Engagement:
Transition Statement: "Now that you've played a little bit and seen what the possibilities were of Meiosis, lets watch a movie to see what actually happens."
Closure:
Assessment:
Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency: